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PSYCH ASSESS > UTILITY > Flashcards

UTILITY Flashcards

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1
Q

usefulness of some things or some process.

A

UTILITY

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2
Q

In the context of psychometrics, it pertains to the usefulness of a test.

A

UTILITY

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3
Q

Practical value of testing to improve efficiency/training program or intervention.

A

UTILITY

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4
Q

SOME FREQUENTLY RAISED UTILITY ISSUES

A

COST EFFICIENCY
SAVINGS IN TIME
COMPARATIVE UTILITY
CLINICAL UTILITY
DIAGNOSTIC UTILITY
PERSONNEL SELECTION

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5
Q

FACTORS THAT AFFECT A TEST’S UTILITY

A

PSYCHOMETRIC SOUNDNESS
COSTS
BENEFITS

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6
Q

Higher criterion-related validity of test scores for making a particular decision, the higher the utility of the test is likely to be

A

PSYCHOMETRIC SOUNDNESS

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7
Q

a reliable and valid test is a useful test

A

PSYCHOMETRIC SOUNDNESS

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8
Q

In the context of test utility, it refers to disadvantages, losses, or expenses in both economic and noneconomic terms.

A

COSTS

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9
Q

Expenditures associated with testing or not testing.

A

COSTS

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10
Q

refers to profits, gains, or advantages.
Some benefits that can be acquired for using a well-designed testing program

A

BENEFITS

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11
Q

BENEFITS THAT CAN BE ACQUIRED USING WELL-DESIGNED TESTING PROGRAM

A

An Increased in the quality of the workers’ performance
An increased in the quantity of the workers’ performance
A decrease in the time needed to train workers
A reduction in the number of accidents
A reduction in worker turnover

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12
Q

family of techniques that entails a cost-benefit analysis designed to yield information relevant to a decision about the usefulness of a tool assessment

A

UTILITY ANALYSIS

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13
Q

evaluates whether the benefits of using a test outweigh the costs

A

UTILITY ANALYSIS

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14
Q

It helps in making decisions regarding whether:
➔ one test is preferable to another test for use for a specific purpose
➔ one tool of assessment is preferable to another tool of assessment for a specific purpose

➔the addition of one or more tests to one or more tests that are already in preferable for purpose
➔ no testing or assessment is preferable to any testing or assessment

A

UTILITY ANALYSIS

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15
Q

an indication of the likelihood that a testtaker will score within some interval of scores on a criterion measure—an interval that that may be categorized as “passing”, “acceptable”, or “failing”.

A

EXPECTANCY DATA

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16
Q

WHAT DATA IS USE TO CONDUCT UTILITY ANALYSIS

A

EXPECTANCY DATA

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17
Q

It provides an estimate of the extent to which inclusion of a particular test in the selection system will improve selection

A

TAYLOR-RUSSEL TABLES

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18
Q

● It provides an estimate of the percentage of the employees hired by the use of a particular test who will be successful at their jobs, given different combinations of three variables: test’s validity, selection ratio, and base rate.

A

TAYLOR-RUSSEL TABLES

19
Q

number of available positions ÷ total number of applicants

A

SELECTION RATIO

20
Q

used for obtaining the difference between the means of the selected and unselected groups to derive an index of what the test is adding to already established procedures

A

NAYLOR-SHINES TABLE

21
Q

the proportion of people that an assessment tool accurately identifies as possessing or exhibiting a particular trait, ability, behavior, or attribute

A

HIT RATE

22
Q

The proportion of people that an assessment inaccurately identifies

A

MISS RATE

23
Q

● a specific type of miss whereby an assessment tool falsely indicates that the testtaker possesses or exhibits a particular trait, ability, behavior, or attribute

A

FALSE POSITIVE

24
Q

a specific type of miss whereby an assessment tool falsely indicates that the testtaker does not possesses or exhibits a particular trait, ability, behavior, or attribute

A

FALSE NEGATIVE

25
Q

developed by Hubert Brodgen, is a formula for the utility gain resulting from the use of a particular selection instrument under specified conditions

A

BRODGEN-CRONBACH-GLESER FORMULA

26
Q

refers to an estimate of the benefit of using a particular test or selection method

A

UTILITY GAIN

27
Q

refers to an estimated increase in work output

A

PRODUCTIVITY GAIN

28
Q

SOME PRACTICAL CONSIDERATION

A

THE POOL OF JOB APPLICANTS
THE COMPLEXITY OF THE JOB
CUT SCORE IN USE

29
Q

There is a limitless supply of potential employees looking for employment

A

THE POOL OF JOB APPLICANTS

30
Q

Some jobs have require unique skills or demand great sacrifice that there are relatively few people who would even apply, let alone be selected

A

THE POOL OF JOB APPLICANTS

31
Q

May also vary depending on economic climate

A

THE POOL OF JOB APPLICANTS

32
Q

Same sorts of approaches to utility analysis are put to work for positions that vary greatly in terms of complexity

A

COMPLEXITY OF THE JOB

33
Q

reference point derived as a result of a judgement and used to divide a set of data into two or more classifications.

A

CUTOFF SCORE

34
Q

reference point that is set based on norm-related considerations rather than on the relationship of test scores into a criterion

A

RELATIVE CUT SCORE

35
Q

a reference point that is typically set with reference to a judgement concerning minimum level of proficiency required to be included in a particular classifications.

A

FIXED CUT SCORE

36
Q

the use of two or more cut scores with reference to one predictor for the purpose of categorizing testtakers

A

MULTIPLE CUT SCORE

37
Q

a cut score is in place for each predictor used.

A

MULTIPLE HURDLE

38
Q

an assumption is made that high scores on one attribute can “balance out” or compensate for low scores on another attribute.

A

COMPENSATORY MODEL OF SELECTION

39
Q

METHODS OF SETTING CUT SCORES

A

ANGOFF METHOD
IRT- BASED METHODS
BOOKMARK METHOD

40
Q

this method for setting fixed cut scores can be applied to personnel selection tasks as well as to questions regarding the presence or absence of a particular trait, attribute, or ability.

A

ANGOFF METHOD

41
Q

cut scores are typically set based on testtakers’ performance across all the items on the test.

A

IRT-BASED METHODS

42
Q

cut scores are typically set based on testtakers’ performance across all the items on the test.

A

IRT-BASED METHODS

43
Q

a standard setting method used to establish one or more cut scores associated with interpretable levels of performance on an assessment

A

BOOKMARK METHOD

PSYCH ASSESS (3 decks)

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